School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale

Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, Juliette Berg, Catalina Torrente

Research output: Contribution to journalArticlepeer-review

Abstract

Children's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.

Original languageEnglish (US)
Pages (from-to)411-421
Number of pages11
JournalDevelopment and Psychopathology
Volume23
Issue number2
DOIs
StatePublished - May 2011

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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